Gender gap in returns to schooling in Palestine

This study provides estimates of the private returns to schooling in Palestine utilizing eight quarterly labor force surveys for 1999 and 2001. This period was chosen to investigate the differential impact of the Israeli closure policy on Palestinian male and female workers. Although gross enrollment ratios for males and females reveal little to no difference in the primary, middle and tertiary levels of schooling, returns to schooling are significantly different. On average, females earned 14–15% less than males in 1999. The gender gap is narrowed during 2001 due to rising male unemployment in the Palestinian areas. Performing the regression for males and females separately, it is found that returns to schooling are larger for women (at least at the margin). The gap in returns to schooling was reduced in 2001; however, female returns to schooling as estimated by OLS suffer from selectivity bias which worsened during 2001. The work in Israel premium increased for women and decreased for men. Finally, Palestinian public sector employment parallels periods of restricted access to Israeli labor markets; its average wages are lower and years of schooling are higher relative to private sector employment.     

Risks and returns to educational fields – A financial asset approach to vocational and academic education

Applying a financial assets approach, we analyze the returns and earnings risk of investments into different types of human capital. Even though the returns from investing in human capital are extensively studied, little is known about the properties of the returns to different types of human capital within a given educational path. Using information from the German Micro Census, we estimate the risk and returns to 75 fields of education, differentiating between vocational and academic education. We identify fields of education that are efficient investment goods, i.e. high returns at a given level of risk, and fields that are chosen for other (non-monetary) reasons. Furthermore, we rank fields of education by their return per unit of risk and find that university education is not always superior to other types of education.     

从Flash教学谈媒介素养教育

Flash的飞速发展以及广大学生对Flash的热爱使得媒介素养教育成为Flash教学中不可或缺的内容。然而传统的Flash教学重技术轻人文。Flash教学要打破单一的纯技术教学模式,要从教学目标、教学过程、教学组织、教学评价等方面与媒介素养教育相结合。     

STEM素养的内涵及结构框架模型研究

STEM教育的发展为创新型人才的培养提供了一条可行之路,而深入研究STEM素养的内涵及结构是当前推进STEM教育的关键所在。为此,文章首先通过分析现有研究明确STEM素养的内涵,再通过对国内外有关STEM素养构成要素的政策文件的梳理总结论述STEM素养的构成。在此基础上,从知能、情意、价值三个维度系统分析STEM素养的结构,提出STEM素养结构金字塔模型,将知能维度的STEM素养分为STEM学科基础知能、STEM学科核心素养、STEM共同核心素养三层内容。STEM学科基础知能层指数学、科学、技术、工程、计算机等具体学科或领域中的基本知识、基本技能、基本方法等;STEM学科核心素养层指解决STEM相关学科或多学科交叉融合领域复杂性问题所应具备的关键能力;STEM共同核心素养层指解决超越具体学科或工作领域的真实世界复杂性问题的综合能力。最后细化各个层次中STEM素养的构成要素和内容,以求为STEM教育的开展打好基础,明确方向。     

(Un)veiling Desire: Re-defining relationships between gendered adult education subjects and adult education programmes

This paper challenges constructions of the ‘gendered illiterate Indian villager’ as a homogenous group of people who are empowered through acquiring literacy. I strive to displace homogeneous representations of gendered ‘illiterate’ subjects through ethnographic accounts of diverse people's realities in different villages in Bihar, India. I argue that the circumstance under which a relationship between gendered adult education subjects and adult education programmes gets constructed impinges on notions of: norms, interpreting and translating Others, networks and empowerment within and outside the context of adult education programmes.     

Do children spend too much time in schools? Evidence from a longer school year in Indonesia

I examine the effects of a longer school year in Indonesia on grade repetition, educational attainment, employability, and earnings. I exploit an arbitrary rule that assigned students to a longer school year in Indonesia in 1978–1979, which fits a fuzzy regression discontinuity design. I find the longer school year decreases the probability of grade repetition and increases educational attainment; it also increases the probability of working in formal sectors and wages later in life. These results suggest the length of school years in Indonesia is not too long.     

视觉—媒介信息素养：新综合性素养的概念提出与教育实践

信息素养、媒介素养和视觉素养是当代学习者必备的基本素养。这些素养各有侧重又彼此关联,如何将其融合为一种综合性素养以培养全面发展的人,成为重要的时代命题。联合国教科文组织曾提出将媒介素养和信息素养融合为“媒介—信息素养”（Media and Information Literacy,MIL）,以为世界各国提供素养教育实践的指导。在我国推进核心素养教育落地和落实新文科人才培养的时代背景下,亟需探索实现素养教育实效的有效路径。南京师范大学视觉文化研究所从视觉文化的视角切入,创新性地提出以视觉素养为先导并融合MIL的新综合性素养,即“视觉—媒介信息素养”（Visual-Media and Information Literacy,V-MIL）。V-MIL的提出不仅体现了从单一性技能训练转向综合性素养培养的时代趋势,也强调了素养培养要回归到人的主体本身,将学习和生活自然融合为一体的价值。V-MIL在教育教学中的具体落实可通过如下三条途径实现：一是通过对视觉符号进行视觉解读训练以揭示其“能指”与“所指”之意涵,二是通过视觉解读训练来逐步提升信息素养,三是通过视觉表征训练不断提升媒介素养。这种环环相扣的V-MIL培养模式为综合素养教育的创新提供了更具有可操作性的借鉴。     

Child maltreatment and adult socioeconomic well-being

ObjectiveLittle empirical research has examined the impact that child maltreatment may have on victims’ long-term socioeconomic well-being. The current study sought to address this gap by exploring the relationship between childhood experiences of abuse and neglect and several indicators of socioeconomic well-being in adulthood.MethodData from the nationally representative National Comorbidity Survey (NCS) (n = 5004) were analyzed using logistic regression models to examine whether maltreatment in childhood (any maltreatment, physical abuse, sexual abuse, severe neglect, and multiple types of maltreatment) affected employment status, income, and health care coverage in adulthood. Several potential confounds of this relationship were included as covariates in the models, including race, sex, age, and several indicators of childhood socioeconomic status (SES).ResultsThe results show that adults who had experienced maltreatment differed significantly from non-maltreated adults across each of the socioeconomic domains examined. Effects were additionally found to differ depending on the number of types of maltreatment experienced.ConclusionsIncreased rates of unemployment, poverty, and Medicaid usage indicate the significant long-term personal impact of early victimization. They also suggest a substantial societal cost from this problem through lost economic productivity and tax revenue, and increased social spending. Low socioeconomic status among parents has also been identified as a salient risk factor for the perpetration of maltreatment, and, as such, these results indicate a potential mechanism in the intergenerational transmission of violence.Practice implicationsThe findings from this study suggest that victims of child maltreatment are at increased risk for financial and employment-related difficulties in adulthood. Approximately one million children are identified each year by state agencies as victims of maltreatment in the United States. Many maltreated children, furthermore, go undetected by protective service agencies, indicating the high prevalence of this problem, and underscoring its large economic costs to society. By highlighting the long-term socioeconomic costs of maltreatment, this research should encourage policy makers to focus on improving prevention, intervention, and treatment efforts for victims of abuse and neglect.     

基于SWT的多线程解决方案

介绍了在基于SWT的C/S结构的项目开发中,当用UI主线程进行后台数据读取或交换时导致的UI线程堵塞现象的解决方案。通过对UI线程的深入了解,利用多线程技术,将前台显示和后台数据交互同时进行,给客户一个良好的交互界面。     

浅析利用教育技术开展大学生媒介素养教育

现实的情况昭示媒介素养教育之于大学生来说是不可或缺的。本文扼要分析了大学生媒介素养教育存在的问题,并简明阐述了教育技术及其功能,在上述论述基础上,提出了借助教育技术可从哪些方面展开和优化大学生媒介素养教育。     

多层面理解学生的科学素养

科学素养是科学教育的目的和出发点.学生的科学素养水平是不断变化发展的,从程度上看有词语性科学素养、功用性科学素养、程序性科学素养和多维科学素养这4个层面.坚持发展的科学素养观,有利于加深对科学素养目的的认识,以及真实评估学生的科学素养水平,为教学提供有效的反馈信息.     

浅谈网络时代大学生的信息伦理道德教育

网络技术的完善和成熟对当代的教育产生了巨大的影响,应看到以信息技术为核心的现代教育给传统的教育方式带来的巨大冲击。信息伦理道德教育的重要性日益凸显出来。因此,结合信息伦理道德教育的概念和特点,采取适当的途径和方法对网络时代的大学生进行教育已迫在眉睫。     

Literacy's verb: Exploring what literacy is and what literacy does

This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces.     

试论学校教育中的信息素质教育

科学技术突飞猛进的发展要求人们快捷有效地捕捉和运用各种信息以求自身的发展和国家的进步.从信息素质的概念和内涵入手,综述了国内外对信息素质教育的研究状况,讨论了信息素质的培养在学校教育中的重要性,提出了推进我国信息素质教育研究和开展的建议.